The Routledge International Handbook of Work-Integrated Learning, third edition, provides an extensive overview of work-integrated learning (WIL) for practitioners and educators, and contains practical insights on how to improve everyday application of it.
WIL is a diverse and complex subject, with much debate around what constitutes good practice. In this Handbook, well-established international WIL, an extensive compilation of relevant literature related to its application, and examples of good practice. The third edition has been substantively revised and restructured, presenting 11 different models of WIL along with supporting literature and examples, and discusses developing and managing WIL within a qualification and across the institution. The Handbook also presents evidence-based benefits for stakeholders and explores topics such as stakeholder engagement, risk management, and the role of national and international associations. This Handbook presents discussions on defining the practice of WIL and explores the current literature on theoretical thinking of WIL, wellbeing, equity and inclusion, assessment, and quality indicators.
Bringing together scholars and specialists from around the world, this Handbook is essential reading for practitioners, educators, researchers, higher education leaders, and policy makers.
Author(s): Karsten E. Zegwaard, T. Judene Pretti
Series: Routledge International Handbooks of Education
Edition: 3
Publisher: Routledge
Year: 2023
Language: English
Pages: 647
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of tables
List of figures
List of boxes
Acknowledgments
Preface
Foreword
Notes on contributors
Editors
Authors
Part I: History, definition, and theoretical background of work-integrated learning
Chapter 1: Contemporary challenges and diverse practices of work-integrated learning in higher education
Introduction
Theory and research-informed practice of work-integrated learning
History of practice and expanding of work-integrated learning
Theory-informed practice
Benefits for stakeholders
Models of work-integrated learning practice
Developing and managing work-integrated learning
Supporting equitable and student-focused work-integrated learning
Preparing for WIL and assessment of learning
Conclusion
References
Chapter 2: Work-integrated learning: A US history with lessons learned
Introduction
The roots of work-integrated learning
Variations in work-integrated learning
Cooperative education in the USA
A definition and description of cooperative education
Cooperative education: First 50 years (1906–1956)
Cooperative education: Road to the modern era (1956–1965)
Federal funding years (1965–1996)
Cooperative education: Aftermath of federal and program expansion (1996–2021)
Learning from more than a century of cooperative education
The future of cooperative education
Internships
Profiling internships
Evolution of internships in the modern era
Professional organizations
The influence of social and technological change
Service-learning
A history of service-learning
The impact of service-learning
Lessons learned
Conclusion
References
Chapter 3: Defining work-integrated learning
Introduction
History of the term ‘work-integrated learning’
Definitions of work-integrated learning within the literature
Exploring the defining elements of work-integrated learning
Integrating theory and practice
Intentional within the curriculum
Authenticity of the learning context
Meaningful practice of work-focused tasks
Related to study, career direction, and citizenship
External partner involvement
Establishing a definition of work-integrated learning
What is not work-integrated learning
Preparation for, and reflection on, work-integrated learning
Field trips
Case studies
Shadowing
Simulations without an external stakeholder
Extracurricular work experience
Conclusion
Acknowledgments
Notes
References
Chapter 4: Applying educational thinking in work-integrated learning
Introduction
Understanding educational theory for work-integrated learning
The complexities of learning in the swamp
Evolution of educational thinking and learning
Behaviorism
Constructivism
Metacognition and conceptual change
Theories of learning in work-integrated learning
Teacher education
Engineering education
Disaggregating and abstracting tasks and educational theory
Educational thinking for work-integrated learning
Problem-based learning
Deep versus surface processing
Cognitive strategies
Self-regulated learning
Reflection on action
Reflection in action and noticing
Conclusion and implications
Acknowledgments
Notes
References
Chapter 5: Organizational theory: Leveraging its explanatory potential for work-integrated learning
The complex business of organizations
Organizational scholarship: the eating of a theoretical elephant
Definitions of organizational socialization
How socialization is enacted
Socialization does matter
WIL students: a very particular category of newcomer
Conceptualizing and modeling work-integrated learning socialization
No intern is an island
Students as proactive socialization agents
Retention: the hero outcome of successful organizational socialization
Conclusion
Future research
References
Part II: Benefits for stakeholders
Chapter 6: Benefits of work-integrated learning for students
Introduction
The employability context
Theoretical framework
Benefits of work-integrated learning
Discussion of benefits
Graduate capitals lens
Caveats to documented benefits
Work-integrated learning and employment
Conclusion
References
Chapter 7: Benefits of work-integrated learning for host organizations
Introduction
Motivations for organizations to participate in work-integrated learning
Benefits for host organizations
Increased work capacity and economic impact
Workplace culture
Recruitment advantages
Staff development
Altruistic and social responsibilities
Connections with educational institutions
Challenges for host organizations
Appropriate resources
Student recruitment
Student attitudes and learning requirements
Communication
Financial and legal
Wellbeing, equity, access, and inclusion
Implications for practice and future research
Virtual and remote work-integrated learning
Sustainability of work-integrated learning partnerships
Future research
Conclusion
References
Chapter 8: Benefits of work-integrated learning for educational institutions
Introduction
Four benefits of work-integrated learning for external stakeholders
Benefit 1: Improved reputation of graduate employability by stakeholders
Benefit 2: Enhanced student experience from active engagement leading to learning maturity, self-authorship, and career clarification
Benefit 3: Partnerships with industry for engaged research and innovation
Benefit 4: Productive corporate and community engagement
Conclusions
Notes
References
Part III: Models of work-integrated learning
Chapter 9: The practice of cooperative education
Introduction
History of cooperative education
The original cooperative system of education
The first 50 years of cooperative education
Global expansion of cooperative education
Definitions and common structural elements of cooperative education
Co-op as defined by common structural elements
International models of cooperative education
Outcomes of participation in cooperative education
Benefits of multiple experiences
Benefits of paid employment
Challenges with the model of cooperative education
Faculty support and academic legitimacy
Sourcing paid employment opportunities
Integration with the curriculum
Case study: work-integrated learning at the University of Waterloo
Program operations
Securing paid employment opportunities
Multiple, alternating work experiences
Supporting student learning and facilitating integration
Future considerations
References
Chapter 10: The practice of block placements
Introduction
Placements as a program and professional requirement
Learning and teaching
Challenges in block placements
Sustainability
Roles and relationships
Assessment
Curriculum development
Case study: the Canterbury Dedicated Education Unit
Future directions
References
Chapter 11: The practice of sandwich degrees
Introduction
Origins of sandwich degrees
How practice has evolved
Duration and benefits of sandwich placements
Benefits to sandwich placement providers
The challenges of the sandwich placement
Work-integrated learning and the global skills shortage
The rise of remote work experience
Case study: postgraduate placements at the University of Central Lancashire, UK
Background
Program structure
Challenges preparing for work placements
Strategies for enhancing the employability of students pre-placement
Three-day experiential learning residential
Careers day
Careers events
Drop-in sessions
Position to date
The future for sandwich placements
Developing new skills in a changing world
Emerging changes for sandwich placements
Conclusion
References
Chapter 12: The practice of short-term and part-time work placements
Introduction
Defining short-term and part-time placements
Benefits of short-term and part-time placements
Framework of quality parameters in work-integrated learning
Case studies
Case Study 1: The Co-NNECTIONS placement program for Indigenous and low socio-economic status (SES) students, the University of New South Wales (UNSW), Sydney, Australia
Case study 2: Bachelor of Sport and Recreation (BSR), Auckland University of Technology, New Zealand
Case study 3: Bachelor of Advanced Science (Honors) Curtin University, Australia
Mini case studies
Analysis
Discussion
Flexibility and inclusivity
Diversity of work-integrated learning experiences
Appeal to small–medium enterprise partners
Student learning and engagement
Careers
Conclusion
References
Chapter 13: The practice of apprenticeships as work-integrated learning
Introduction
A history of apprenticeships in higher education
The “how” of apprenticeships for education providers
Experiences of apprentices
Choosing the degree apprenticeship
Reconciling work and study
Integrating university and workplace learning and the support of work colleagues
Support of peer apprentices
Case study 1: graduate apprenticeships in the UK
Case study 2: the German dual-degree model
Future directions and challenges
Conclusion
References
Chapter 14: The practice of entrepreneurship education and start-up creation
Introduction
Experiential entrepreneurship education
Internship-based EWIL: a case study
Discussion
Defining entrepreneurial-work-integrated learning
Self-directed entrepreneurial-work-integrated learning
Supervised entrepreneurial-work-integrated learning
Conclusion
References
Chapter 15: The practice of service learning as work-integrated learning
Introduction
Service learning in the curriculum
Global service learning
Contemporary issues in service learning through collective case studies
Case study 1: service learning as curriculum – including First Peoples' knowledge and perspectives
Case study 2: service learning supporting students – students with disability and work-integrated learning
Case study 3: scaling service learning – future directions creating inclusive online spaces with multiple community partners
Conclusion
Acknowledgments
References
Chapter 16: The practice of non-placement work-integrated learning
Introduction
Advancing and framing non-placement work-integrated learning
Illustrative examples of non-placement work-integrated learning
Benefits of non-placement work-integrated learning
Challenges and drawbacks of non-placement work-integrated learning
Reflective prompts for practitioners
Future directions for non-placement work-integrated learning
Conclusion
References
Chapter 17: The practice of simulations as work-integrated learning
Introduction
Theoretical foundations of simulation
Modalities, designs, and applications
The role of stakeholders and external partners
Modalities of simulation
Simulation for specific learning outcomes
Simulation as replacement or adjunct to work-integrated learning
Simulation uses: from novice to expert learners
Simulation for remediation of underperformance
Simulation design considerations
Learner engagement in simulation
Work-integrated-learning case study: ‘simulation for success’
Future directions for simulation in work-integrated learning
References
Chapter 18: The practice of online internships
Introduction
The changing landscape of internships
Quality and standards for online internships
Professional association roles
Designing online internships
Effective practice case study: University of Adelaide, Australia
Overview
How online internships work in practice
The rationale for online internships
The next steps for online internships
Effective practice case study: EY Global Limited
Overview
How online internships work in practice
The rationale for online internships
The next steps for online internships
Emerging themes and commonalities of the case studies
Online internships in practice: case studies and stakeholders' perspectives
The benefits of online internships
Increased diversity
Flexibility
Autonomy
Digital nomads
Challenges of online internships
Lack of familiarity
Isolation
Social bonds
Industry under-representation
Case study: Swinburne media and communication project units
Remote and online internships: post-pandemic
Conclusion
Acknowledgments
Notes
References
Chapter 19: The practice of international work-integrated learning
Introduction
Stakeholder considerations
Developing international work-integrated learning opportunities
Direct international work-integrated learning opportunity development with host organizations
Institutional partnerships
Other methods for sourcing opportunities
East–West practice and cultural implications on international WIL opportunity development
Student learning outcomes
Intercultural competency development
Professional development and extra-curricular learning
Risk management
Creation of risk management training and support for students
Utilizing stakeholders to support the creation of a safe environment
Immigration and permits
Procedures and processes for a quality IWIL student experience
Ethical considerations in international work-integrated learning
Conclusion and future direction
Acknowledgments
References
Part IV: Developing and managing work-integrated learning programs
Chapter 20: Establishing a new work-integrated learning program in a degree
Introduction
The Australian higher education experience of work-integrated learning
Policy support, expansion, and leadership
The international context of work-integrated learning
Key components of work-integrated learning
Work-integrated learning at the University of Newcastle
Case study 1: Newcastle Business School
Origin and design of the work-integrated learning program
Implementation and delivery
Success factors and challenges
Case study 2: College of Engineering, Science and Environment
Origin and design of the work-integrated learning program
Implementation and delivery
Quality assurance measures
Success factors and challenges
Synthesis of case study findings
Commonalities
Shared challenges
Unique issues and challenges
Program development recommendations
Conclusion
Note
References
Chapter 21: Establishing and managing a blended approach to institutional work-integrated learning
Introduction
Institutional work-integrated learning models
Institutional integration and centralization of work-integrated learning
Academic leadership
Shared language
Equity for students
Educational institution staff and faculty workload
Finding work-integrated learning host organizations
Resources and supports
Risk management
Assessment and evaluation
A case study: shifting the focus of institutional work-integrated learning
Description of the case
Reimagining institutional WIL as a blended model
Assessing the landscape: an internal audit
External review
Towards a blended WIL model through developing institutional capacity
Work-Integrated Learning Hub
Outreach
Course (re)design
Implementing institutional work-integrated learning: lessons learned
Managing information and developing processes for the evaluation and monitoring of institutional WIL
Working with Indigenous community partners
Working towards institutional change during COVID-19
Faculty workload
Wariness of blended or centralized work-integrated learning resources and processes
Towards a blended institutional work-integrated learning model
Acknowledgments
Notes
References
Chapter 22: Quality indicators of work-integrated learning
Introduction
Understandings of quality in higher education
The challenges of assuring quality in work-integrated learning
Exploring domains of work-integrated learning practice
Applying concepts of quality to work-integrated learning practices
Canadian approach to quality in work-integrated learning
Context of cooperative education in Canada
Describing the approach to quality assurance
Operationalizing the framework
Australian approach to quality in work-integrated learning
The Australian work-integrated learning context
Describing the approach
Connecting quality in work-integrated learning within a global context
Conclusions and future research
Note
References
Chapter 23: Accreditation and quality in work-integrated learning: An international comparison
Introduction
Accreditation as an indicator of quality
Quality in work-integrated learning
Professional accreditation
Inquiry process
Accreditation of work-integrated learning in Australia
Accreditation of work-integrated learning in Canada
Provincial and national work-integrated learning accreditation case studies
Professional and work-integrated learning accreditation in Canada
Comparison of accreditation in Canada and Australia
Bringing together co-op, professional accreditation, and WIL quality frameworks
Focus of work-integrated learning accreditation
Collaboration
Research and validated standards
Motivation
Evolution, innovation and best practice
Access
Institutional access
Student access
Deficits and challenges
Conclusion
References
Chapter 24: Learning ecosystems: Enhancing student understanding and agency through work-integrated learning
Introduction
Activity theory and a learning ecosystem
Ecosystem subjects: students
Ecosystem tools: pedagogy, experience, assessment, and reflection
Ecosystem: division of labor
Ecosystem: rules
Ecosystem: community
Ecosystem object: purpose
Ecosystem outcomes
A case study: the University of Waterloo’s work-integrated learning and career education learning ecosystem
Ecosystem subjects: University of Waterloo students in work-integrated learning and career education
Ecosystem tools: PEAR at the University of Waterloo
Ecosystem: division of labor at the University of Waterloo
Ecosystem: rules at the University of Waterloo
Ecosystem: community at the University of Waterloo
Ecosystem object: purpose clarification at the University of Waterloo
Ecosystem outcomes: the University of Waterloo
Implications for institutions seeking to invest in student agency
Conclusion
References
Chapter 25: Building sustainable partnerships and managing expectations of work-integrated learning stakeholders
Introduction
Identifying work-integrated learning stakeholders
Engaging with potential stakeholders
Theories of stakeholder engagement
Communicating expectations
Building trust
Using sustainability as a foundation for work-integrated learning partnerships
Fostering reciprocity and sustainability from the perspective of external stakeholders
Case study 1: work-integrated learning in an early learning center
Case study 2: work-integrated learning in an Aboriginal community-controlled health organization
Ongoing management of work-integrated learning partnerships
Complexity and risk in work-integrated learning partnerships
Managing multiple partnerships
Concluding a partnership
Framework for external stakeholder relationship management
Conclusion
References
Chapter 26: Risk management of work-integrated learning
Introduction
Risks to students, institutions, and host organizations
Legal risks
Ethical risks
Strategic risks
Reputational risks
Operational risks
Financial risks
Risk management framework
Agreements
Internal systems
Education, training, and resources
Internal collaboration
External collaboration
Stakeholder relationship management
Conclusion
References
Chapter 27: Understanding the national context of work-integrated learning
Introduction
Work-integrated learning’s macro-level context
Macro-economic context
Macro-social-cultural context
Work-integrated learning’s mezzo-level context
Work-integrated learning’s micro-level context
Conclusion
References
Part V: Topical challenges, opportunities, and future directions
Chapter 28: Preparing students to thrive in work-integrated learning
Introduction
Approaches to preparing students
Across program approach
Front-loading approach
Iterative preparation approach
Preparation for WIL activities
Preparing for practical matters
Specific skills and capacities for particular activities
Professional behaviors, skills, and capacities
Professional ethical issues
Roles and responsibilities of stakeholders
Career development
Catering for diverse student needs
Preparation for emotional aspects
Preparing students for learning in work-integrated learning
Preparing students to extract maximum learning from the work-integrated learning activity
Preparing students to apply and adapt their knowledge, skills, and experience in new contexts
Strategies and tools for learning in work-integrated learning
Additional preparation for international work-integrated learning
Strategies for preparing students
Conclusions
References
Chapter 29: Using instrumental mentoring to prepare students for work-integrated learning
Introduction
Background and context
Preparing students for internships and graduate work
Employability in the context of work-integrated learning
Theoretical framework
Pre-internship activities in parallel with the curriculum
Linking theory and practice through whole-of-program engagement
Implementing a pre-internship initiative outside the curriculum
Information session
Two-week internship
Closing event
What has been learned: implications for practice
Personal growth and reflection
Academic skills
Future visioning
Faculty culture
Transferability across programs and tasks
Conclusion
References
Chapter 30: Learner assessment in work-integrated learning
Introduction
Learner assessment in work-integrated learning
Assessment of learning in work-integrated learning
Assessing readiness for work-integrated learning
Assessment for learning in work-integrated learning
Learners' engagement with assessment-related feedback in work-integrated learning
Programs of assessment in work-integrated learning
Considerations for assessment in work-integrated learning
Constructive alignment (vertical and horizontal)
Authentic assessment and feedback
Balancing assessment within the safe container for work-integrated learning
Developing learners’ evaluative judgment skills
Designing assessments of learner performance in work-integrated learning
Recommendations for quality work-integrated learning assessment
References
Chapter 31: Adapting to an accelerating, disruptive future: Melding work and learning through the role of the T-professional
Introduction
Adapting to an accelerating, disruptive future
The adaptive innovator: the T-professional
Deep systems knowledge and thinking
Deep understanding of self
Integrating work and learning
Young university graduates in the workplace: articulating the T
Phase 1: 2009–2010
Phase 2: 2015
Phase 3: 2020
Gaining experience early
Managing expectations
Building relationships
The world of work is moving faster and faster
Technology change
COVID-19 influences work and emphasizes the T
Conclusion
References
Chapter 32: Applying principles of equity, diversity, inclusion, and access in work-integrated learning
Introduction
Barriers to work-integrated learning
A five-stage framework for applying the principles of EDIA in WIL
Program design
How are decisions made about program design or redesign?
Suggestions
Is your curriculum inclusive and culturally relevant?
Suggestions
Have you incorporated principles of universal design into the course design?
Suggestions
What are the prerequisites of the program and when are they communicated?
Suggestions
What funding opportunities are available for students with financial barriers?
Suggestions
Are your staff or faculty members properly trained to work with equity-deserving groups?
Suggestions
Is your space accessible and welcoming to a broad student population?
Suggestions
Does your list of partners support a broad range of student identities and circumstances?
Suggestions
Do the EDIA values and practices of the community or employer partners meet the standards of your institution?
Suggestions
Do you help your partners remove barriers for students from equity-deserving groups?
Suggestions
Promotion and outreach
How will the work-integrated learning opportunity be promoted?
Suggestions
Does your work-integrated learning opportunity use language that promotes equity?
Suggestions
Have you considered the various motivations a student might have for participating?
Suggestions
What information is provided to students about work-integrated learning opportunities?
Suggestions
Student preparation and supports
Do your services support all students?
Suggestions
Are there resources to help students experiencing barriers to securing a work-integrated learning opportunity?
Suggestions
Do you provide professionalism training for students and does it incorporate the principles of EDIA?
Suggestions
Do students know their rights and how to address and report workplace issues and conflict, discrimination, harassment, and health and safety issues, should they arise?
Suggestions
How can you support students to feel connected during their work-integrated learning experience?
Suggestions
Reflection and assessment of learning
Do you provide multiple methods for students to reflect and express their experiences?
Suggestions
Have you incorporated principles of universal design into the reflection and assessment plan?
Suggestions
Program evaluation
How will you follow up with students who experienced barriers?
Suggestions
Are you measuring the impacts of your equity, diversity, inclusion, and access initiatives?
Suggestions
What are your reflections as a practitioner?
Suggestions
Conclusion
Notes
References
Chapter 33: Supporting the wellbeing of students: A framework for work-integrated learning programs
Introduction
Making self-judgments and having agency
The importance of self-efficacy and motivation
Links to reflection and metacognition
Suggested wellbeing framework for work-integrated learning
Induction
Communities and support
Conclusion
Acknowledgments
References
Chapter 34: Paid and unpaid work-integrated learning: Challenges and opportunities
Introduction
Comparison of practice
Educational approach
Meaningful versus trivial work
Supervisory relationship
Professional identity
Legal perspective
Human rights and health and safety in the workplace rights
Labor rights: employment test
No labor rights: regulation
Labor rights: regulation
Non-remunerative payments
Ethical dilemmas
Stakeholder perspectives
Student perspectives
Placement organization
Tertiary institution
Conclusions
References
Chapter 35: Addressing complex global challenges: Developing cultural intelligence in work-integrated learning
Introduction
Cultural intelligence as a vehicle for intercultural effectiveness
The United Nations Sustainable Development Goals
Integrating intercultural effectiveness and WIL quality framework
Aims
Governments
Institutions
Students
Employers
Educators
Actions
Pedagogy
Experience
Assessment
Reflection
Achievements and continuous improvement
Achievements and continuous improvement in cultural intelligence
Achievements and continuous improvement in advancing the Sustainable Development Goals
Conclusion
Acknowledgments
References
Chapter 36: Establishing sustainable national and global networks for promoting work-integrated learning
Introduction
Governance and growth associations and their impacts
Vision and leadership
Networks and advocacy
Quality assurance and professional development
Global research into WIL outcomes
Financial sustainability
National associations: successes, challenges, and opportunities
Conclusion
Notes
References
Chapter 37: Future directions for advancing work-integrated learning pedagogy
Introduction
Future directions of work-integrated learning
Research-informed practice of work-integrated learning
Resourcing of work-integrated learning
Quality practice of work-integrated learning
Work-integrated learning beyond employability
Student access and equity
Wellbeing of students
Wellbeing of staff
Guidance for good practice
Professional development for practitioners
Designing good practice
Sustaining and enhancing good practice
Conclusion
References
Index
